Thinking Outside the Books
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As putting children into clubs and encouraging activities beyond text books is starting to get in fashion, it is apt to discuss what this trend means and what do parents and educators make of the “extra-curricular” activities.
Harsh Sahani regards today’s kids with a slightly cynical indifference. “Kids today are lazy.” It is not so far from the truth. Scarce as they are, our play grounds are getting empty. And, something of that competitive motivation that had fueled his generation into working hard has somewhat fizzled out. A sedentary lifestyle has taken over. But, when it comes to schools, this fact crosses path with another reality: that our education system is just gearing to go outside the classroom, putting more and more emphasis on activities beyond books. It is at this junction that parents these days have arrived and can be seen looking confused. Earlier, parenting was a simpler task. There were little choices children had in their lives and most parents just had to see to it that their children excelled in studies. But, today, there are so many choices for a burgeoning middle class; the choice of top career is not really limited to doctoring or engineering. As Tulika Agarwal, mother of a 13-year-old daughter, puts it, “I would want her to excel in all things, apart from studies, because later, she might be something different from an engineer or a doctor.”
There is also a growing consciousness that it doesn’t even help studies when only one part of the brain is being tickled and picked upon when the other lies dormant. Henceforth, the demand for a more holistic kind of education has emerged and is fed off by the private institutions of the country, advertising on their part, exotic tours, horse riding and squash. Sahani thinks this sudden wave is a product of popular opinion. “Beyond the books is happening, because it’s politically correct,” he says.
Umanga Jung Shah, a psychotherapist with the Nepal Academy of Psychology, agrees, “Schools with names have a lot of extracurricular activities, but it’s more for publicity, rather than with understanding [of a child’s growth].” Similarly, Bhuvaneshwori Rao, Principal at DAV School and a big promoter of what she calls “co-curricular” activity in her school, underscores this. “We introduced Bipashana meditation in our school with the intention of letting students find concentration, remove stress; many schools followed with this kind of a thing later on, but hardly any can answer when asked what kind of meditation they are practicing.”
Of course, the publicity only helps up until a certain point, and only keeps those who are happy with the formality of extra-curricular activities, satisfied. And, while there is also a ‘the neighbors are doing it, so we should too’ attitude attached to this phenomenon, it is also true that many parents are genuine in their ideas. “See, I’m not a parent who wants my child to be first,” Agarwal comments. “I want to see her overall growth. My daughter is doing Taekwondo and keyboard.” Sahani also wants to see the system of education yield something substantial and not two hours of doing something. “The activities that happen should evolve something, a passionate professional,” he asserts.
Similarly, Pralita Malla, mother to 17-year-old Mahir, feels that what is expected out of a child should have careful considerations of his/her abilities first. “Not everybody can score ninety. Some children are good in sports, some at interacting with others.”
Her son, who studied in India till the 10th grade, is a football enthusiast. When I ask Malla if she feels that letting him follow his dream could possibly hamper his education, she admits to the situation. Getting a degree can become a compulsion. “It’s because of the way our country is,” she says “I would want him to continue playing football but also do his studies. I cannot tell him to forget studies and play.” Her son is more passionate on the subject, “Looking at the country’s status, yes it is low compared to others. If I was a father I would take my kid to an institution where they train for such a career. Giving a chance is not a bad thing,” he says. Isn’t there the ultimate risk in such a choice, being where we are? “In life, you’d have to take chances,” he ends philosophically.
I ask Agarwal again, what is it exactly that a parent is supposed to do when it comes to helping children find their way? Is the role supposed to be mere passive encouragement, letting children choose on their own, or that of active interference? “In my case, I exposed her to these things and luckily she liked them. I am fortunate that way and also because her school doesn’t pressurize a lot with homework.”
I ask Agarwal again, what is it exactly that a parent is supposed to do when it comes to helping children find their way? Is the role supposed to be mere passive encouragement, letting children choose on their own, or that of active interference? “In my case, I exposed her to these things and luckily she liked them. I am fortunate that way and also because her school doesn’t pressurize a lot with homework.”
Pratap Adhikari, father to Prasanna and Prasamsha Adhikari, thinks routine and proper management is the key to good parenting. “In terms of our family, me and my wife, we decided early on that I would go towards earning and bringing in resources and that she would go for raising the kids so that they can get on the right path. The children of today should be all-rounders and not to be versed in something other than your studies can also be a drawback,” he explains with poise. A veteran national badminton player himself, he believes sports, at least, is needed for a healthy lifestyle. He is also involved in a school as the head of sports and is aware of what parents demand. “Today’s parents, they insist that their kids be all rounders. They come and say, ‘Sir, my kid is too idle,’ or ‘Sir, he is too naughty,’ because there is discipline in sports.”
One of the things that can come with more activities, more involvement, is pressure. Sometimes parents could run the risk of pushing their kids too hard. Umanga Jung Shah again: “Kids should be given some pressure, but it should not run into stress. If we look around and take notice, everybody loves the kid who comes first and he/she always comes first while the one who comes last almost always does that.” Pressure can also be misguided. Alisha Bhattarai, chairperson at the institute, suggests, “There are educational/vocational tests to understand a child’s aptitude. If we can understand and encourage kids in that direction, it can lead them away from risky behavior; it will focus them on the positive and reduce risks of anxiety and depression.”
At her spacious office in DAV, Rao shows me a calendar of the co-curricular activities at the institution. It lists a plethora of things, from “Sanskrit Poem Recitation” and “English Spelling Bee” to “Talk Programs”, “Rakhi Making Competition”, “Science Exhibition” and “Sports Activities”. She believes that the older education system was suited to the industrial age, now we need something different. “Right from the beginning, I have believed that academics are just one part of it, I wanted the school to be activity oriented. Most children don’t see any use of coming to school, now that we also have so much of media learning. So, now it’s not just subjects, it’s education. I want my child to come to school happily,” she concludes.
She has also focused her attention on parental involvement. “Programs are not possible if parents are kept out of the school gates,” she reasons. She feels that the first change is already happening with parents opting for lesser number of children. “They also know more than schools, what kind of education they want. Your generation is becoming parents,” she points out, indicating towards me. Perhaps, this means that parents are going to be further acutely aware of what value their children are getting from their schools.?
